TEST BANK
, Chapter 01: Honoring Your Past, Planning Your
Future Claywell: LPN to RN Transitions, 4th Edition
Multiple choice questions
1. A nursing advisor is meeting with a student who is interested in earning her RN degree.
Sheknows that licensed practical nurse/license vocational nurse (LPN/LVNs) who enter
nursingschool to become RNs come into the learning environment with prior knowledge
and understanding. Which statement by the nursing advisor best describes her
understanding of the effect experience may haveon learning?
a. “Experience may be a source of insight and motivation, or a barrier.”
b. “Experience is usually a stumbling block for LPN/LVNs.”
c. “Experience never makes learning more difficult.”
d. “Once something is learned, it can never be truly modified.”
ANS: A
Experience accentuates differences among learners and serves as a source of insight and
motivation, but it can also be a barrier. Experience can serve as a foundation for defining
theself.
DIF: Cognitive Level: Application
OBJ: Identify how experiences influence learning in adults. TOP: Adult Learning
2. There is a test on the cardiovascular system on Friday morning, and it is now Wednesday
night. The student has already taken a vacation day from work Thursdaynight so that she
canstay home and study. She is considering skipping her exercise class on Thursday
morning to go to the library to prepare for the test. Which response best identifies the
student’s outcome priority?
a. Exercise class
b. Going to the library
c. Avoiding work by taking a vacation
d. Doing well on the test on Friday
ANS: D
The outcome priority is the essential issue or need to be addressed at any given time within
aset of conditions or circumstances.
, DIF: Cognitive Level: Application
OBJ: Identify motivations and personal outcome priorities for
returning to school.TOP: Motivation to Learn
3. A nurse who has been an LPN/LVN for 10 years is meeting with an advisor to discuss
the possibility of taking classes to become an RN. The advisor interpretswhich
statement by thenurse as the driving force for returning to school?
a. “I’ll need to schedule time to attend classes.”
b. “I’ll have to budget for paying tuition.”
c. “I’ll have to rearranging my schedule.”
d. “There is a possibility of advancement into administration.”
ANS: D
, Driving forces are those that push toward making the change, as opposed to restraining
forces,which are those that usually present a challenge that needs to beovercome for the
change to take place or present a negative effect the change may initiate.
DIF: Cognitive Level: Application
OBJ: Identify motivations and personal outcome priorities for
returning to school.TOP: Motivations for Change
4. An RN is caring for a diabetic patient. The patient appears interested in changing her
lifestyleand has been asking questions about eating better. The nurse can interpret this
behavior as which stage of Lewin’s Change Theory?
a. Moving
b. Unfreezing
c. Action
d. Refreezing
ANS: B
The patient is in the first phase of Lewin’s Change Theory, known as unfreezing. This phase
involves determining that a change needs to occur and deciding to take action. Moving is the
second phase and involves actively planning changes and taking action on them. Refreezing
isthe last stage, and it occurs when the change has become a partof the person’s life.
DIF: Cognitive Level: Analysis
OBJ: Understand Change Theory and how it applies to
becoming an RN.TOP: Change Theory
5. An LPN is talking with her clinical instructor about her decision to return to school to
becomean RN. The clinical instructor iNnterprets the LPNs outcome priority based on which
statement?
a. “My family wanted me to go back to school.”
b. “I want to better my financial situation.”
c. “I really enjoy school.”
d. “I would like to advance to a teaching role someday.”
ANS: B
The outcome priority is the essential need that must be addressed, determined by internal
andexternal factors, such as needing to better a financial situation. The other statements
indicate reasons for returning to school, but they are not essentialneeds or issues to be
addressed.
DIF: Cognitive Level: Analysis
OBJ: Identify how experiences influence learning in adults. TOP: Adult Learning
6. A nurse notices a posting for a management position for which she is qualified. If thenurse
isin the moving phase of Lewin’s Change Theory, which statement reflects the action she is
most likely to take?
,a. Does nothing to obtain the position
b. Applies for the position
c. Identifies that change is needed
d. Settles into the routine of her job
ANS: B
, Unfreezing fbegins fwhen freasons ffor fchange fare fidentified. fThe fmoving fphase finvolves
factiveplanning f and faction. fMoving falso f means f you fare fdealing fwith f both fpositive
fand f negative fforces fas fthey febb fand fflow, fand f you fare fmaking fmodificationsto fyour
fplan fas fneeded.
Refreezing foccurs fafter fthe fchange fhas fbecome froutine.
DIF: f Cognitive fLevel: fApplication
OBJ: fUnderstand fChange fTheory fand fhow fit fapplies fto
fbecoming fan f RN.TOP: f Change fTheory
7. An fOrthopedic fNurse fis fcontemplating fchanges fin fher fprofessional flife fand
f identifying fgoals.Which faction fshould fthe fnurse ftake fif fshe fis finterested fin
fpursuinga flong-term fgoal?
a. Studies ffor fa ftelemetry fexam fscheduled ffor fnext fweek
b. Enrolls fin fa fNurse fPractitioner fprogram
c. Attends fa fseminar fto fbecome fa fcharge fnurse
d. Continues fto fwork fon fthe forthopedic ffloor ffull-time
ANS: f B
A fshort-term fgoal fis fone fthat fcan fbe fattained fin fa fperiod fof f6 fmonths for fless.
fShort- fterm fgoals f include fbecoming fa fcharge fnurse fand fpassing fthe ftelemetry fexam.
fA f long-term fgoal f is f attainedin fgreater fthan f6 f months fand f includes f studying fto
fbecome fa fNurse fPractitioner.
Continuing fto fwork fon fthe forthopedic ffloor fdoes fnot frepresent feither fa fshort-term for
fa flong- fterm fgoal.
DIF: f Cognitive fLevel: fApplication
OBJ: fIdentify fboth fshort- fand flong-term fpersonal fand
fprofessional fgoals.TOP: f Setting fGoals
8. The fRN fis ftalking fwith fthe funit fmanager fabout fways fto fimprove fpatient fcare. fThe
fmanager fintroduces fthe fconcept fof fa fco hN
ort . fWhich fstatement fby fthe fRN findicates
fthat fthe fteaching f has f been feffective?
a. “A fcohort fis fa fweb fof fconnections”.
b. “A fcohort fis fa fgroup fof fpeople fwho fshare fcommon fexperiences fwith feach fother”.
c. “A fcohort fis fa fgroup flinked ftogether ffor fcommon fpurposes”.
d. “A fcohort fconsists fof fgroups fof findividuals fthat fmake fup fa fwhole”.
ANS: f B
A fcohort fis fa fgroup fof fpeople fwho fshare fcommon fexperiences fwith feach fother.
fAscheme fis faweb fof f connections, fa fteam f is fa f group flinked ftogether ffor fcommon
fpurposes, fand fa funit fconsists fof fgroups for findividuals fthat fmake fup fa fwhole.
DIF: f Cognitive fLevel: fEvaluation
OBJ: f Identify fhow fexperiences finfluence flearning fin fadults. fTOP: f Adult fLearning
9. The fnurse feducator fis fpresenting fa flecture fto fa fgroup fof fnew fRNs. fWhich
, fstatementby fone fofthe fRNs f indicates fthat fteaching f has f been feffective?
a. “Experience fis fa fstepping fstone fto fnew flearning”.
, Chapter 01: Honoring Your Past, Planning Your
Future Claywell: LPN to RN Transitions, 4th Edition
Multiple choice questions
1. A nursing advisor is meeting with a student who is interested in earning her RN degree.
Sheknows that licensed practical nurse/license vocational nurse (LPN/LVNs) who enter
nursingschool to become RNs come into the learning environment with prior knowledge
and understanding. Which statement by the nursing advisor best describes her
understanding of the effect experience may haveon learning?
a. “Experience may be a source of insight and motivation, or a barrier.”
b. “Experience is usually a stumbling block for LPN/LVNs.”
c. “Experience never makes learning more difficult.”
d. “Once something is learned, it can never be truly modified.”
ANS: A
Experience accentuates differences among learners and serves as a source of insight and
motivation, but it can also be a barrier. Experience can serve as a foundation for defining
theself.
DIF: Cognitive Level: Application
OBJ: Identify how experiences influence learning in adults. TOP: Adult Learning
2. There is a test on the cardiovascular system on Friday morning, and it is now Wednesday
night. The student has already taken a vacation day from work Thursdaynight so that she
canstay home and study. She is considering skipping her exercise class on Thursday
morning to go to the library to prepare for the test. Which response best identifies the
student’s outcome priority?
a. Exercise class
b. Going to the library
c. Avoiding work by taking a vacation
d. Doing well on the test on Friday
ANS: D
The outcome priority is the essential issue or need to be addressed at any given time within
aset of conditions or circumstances.
, DIF: Cognitive Level: Application
OBJ: Identify motivations and personal outcome priorities for
returning to school.TOP: Motivation to Learn
3. A nurse who has been an LPN/LVN for 10 years is meeting with an advisor to discuss
the possibility of taking classes to become an RN. The advisor interpretswhich
statement by thenurse as the driving force for returning to school?
a. “I’ll need to schedule time to attend classes.”
b. “I’ll have to budget for paying tuition.”
c. “I’ll have to rearranging my schedule.”
d. “There is a possibility of advancement into administration.”
ANS: D
, Driving forces are those that push toward making the change, as opposed to restraining
forces,which are those that usually present a challenge that needs to beovercome for the
change to take place or present a negative effect the change may initiate.
DIF: Cognitive Level: Application
OBJ: Identify motivations and personal outcome priorities for
returning to school.TOP: Motivations for Change
4. An RN is caring for a diabetic patient. The patient appears interested in changing her
lifestyleand has been asking questions about eating better. The nurse can interpret this
behavior as which stage of Lewin’s Change Theory?
a. Moving
b. Unfreezing
c. Action
d. Refreezing
ANS: B
The patient is in the first phase of Lewin’s Change Theory, known as unfreezing. This phase
involves determining that a change needs to occur and deciding to take action. Moving is the
second phase and involves actively planning changes and taking action on them. Refreezing
isthe last stage, and it occurs when the change has become a partof the person’s life.
DIF: Cognitive Level: Analysis
OBJ: Understand Change Theory and how it applies to
becoming an RN.TOP: Change Theory
5. An LPN is talking with her clinical instructor about her decision to return to school to
becomean RN. The clinical instructor iNnterprets the LPNs outcome priority based on which
statement?
a. “My family wanted me to go back to school.”
b. “I want to better my financial situation.”
c. “I really enjoy school.”
d. “I would like to advance to a teaching role someday.”
ANS: B
The outcome priority is the essential need that must be addressed, determined by internal
andexternal factors, such as needing to better a financial situation. The other statements
indicate reasons for returning to school, but they are not essentialneeds or issues to be
addressed.
DIF: Cognitive Level: Analysis
OBJ: Identify how experiences influence learning in adults. TOP: Adult Learning
6. A nurse notices a posting for a management position for which she is qualified. If thenurse
isin the moving phase of Lewin’s Change Theory, which statement reflects the action she is
most likely to take?
,a. Does nothing to obtain the position
b. Applies for the position
c. Identifies that change is needed
d. Settles into the routine of her job
ANS: B
, Unfreezing fbegins fwhen freasons ffor fchange fare fidentified. fThe fmoving fphase finvolves
factiveplanning f and faction. fMoving falso f means f you fare fdealing fwith f both fpositive
fand f negative fforces fas fthey febb fand fflow, fand f you fare fmaking fmodificationsto fyour
fplan fas fneeded.
Refreezing foccurs fafter fthe fchange fhas fbecome froutine.
DIF: f Cognitive fLevel: fApplication
OBJ: fUnderstand fChange fTheory fand fhow fit fapplies fto
fbecoming fan f RN.TOP: f Change fTheory
7. An fOrthopedic fNurse fis fcontemplating fchanges fin fher fprofessional flife fand
f identifying fgoals.Which faction fshould fthe fnurse ftake fif fshe fis finterested fin
fpursuinga flong-term fgoal?
a. Studies ffor fa ftelemetry fexam fscheduled ffor fnext fweek
b. Enrolls fin fa fNurse fPractitioner fprogram
c. Attends fa fseminar fto fbecome fa fcharge fnurse
d. Continues fto fwork fon fthe forthopedic ffloor ffull-time
ANS: f B
A fshort-term fgoal fis fone fthat fcan fbe fattained fin fa fperiod fof f6 fmonths for fless.
fShort- fterm fgoals f include fbecoming fa fcharge fnurse fand fpassing fthe ftelemetry fexam.
fA f long-term fgoal f is f attainedin fgreater fthan f6 f months fand f includes f studying fto
fbecome fa fNurse fPractitioner.
Continuing fto fwork fon fthe forthopedic ffloor fdoes fnot frepresent feither fa fshort-term for
fa flong- fterm fgoal.
DIF: f Cognitive fLevel: fApplication
OBJ: fIdentify fboth fshort- fand flong-term fpersonal fand
fprofessional fgoals.TOP: f Setting fGoals
8. The fRN fis ftalking fwith fthe funit fmanager fabout fways fto fimprove fpatient fcare. fThe
fmanager fintroduces fthe fconcept fof fa fco hN
ort . fWhich fstatement fby fthe fRN findicates
fthat fthe fteaching f has f been feffective?
a. “A fcohort fis fa fweb fof fconnections”.
b. “A fcohort fis fa fgroup fof fpeople fwho fshare fcommon fexperiences fwith feach fother”.
c. “A fcohort fis fa fgroup flinked ftogether ffor fcommon fpurposes”.
d. “A fcohort fconsists fof fgroups fof findividuals fthat fmake fup fa fwhole”.
ANS: f B
A fcohort fis fa fgroup fof fpeople fwho fshare fcommon fexperiences fwith feach fother.
fAscheme fis faweb fof f connections, fa fteam f is fa f group flinked ftogether ffor fcommon
fpurposes, fand fa funit fconsists fof fgroups for findividuals fthat fmake fup fa fwhole.
DIF: f Cognitive fLevel: fEvaluation
OBJ: f Identify fhow fexperiences finfluence flearning fin fadults. fTOP: f Adult fLearning
9. The fnurse feducator fis fpresenting fa flecture fto fa fgroup fof fnew fRNs. fWhich
, fstatementby fone fofthe fRNs f indicates fthat fteaching f has f been feffective?
a. “Experience fis fa fstepping fstone fto fnew flearning”.
